Education Commons^™

English Learning Demotivation Studies In The Efl Contexts: State Of The Art, Yoon-Kyoung Kim, Tae-Young Kim

Dr. Tae-Young Kim (김태영, 金兌英)

This paper reviews the studies conducted on English learning demotivation in the EFL contexts. Demotivation research in the EFL contexts is significant given the learners’ less opportunities to use the target language outside school and consequent difficulties in maintaining their interest in learning it. In order to look into how this issue of demotivation has been addressed, the previous EFL demotivation studies are analyzed based on (a) their research methods and (b) perspectives on the definition of demotivation. The research methods adopted by the previous research include quantitative, qualitative, and mixed methods. In terms of different underlying assumptions on what …

The Effect Of Languaging On Korean Students' L2 Learning Motivation: A Classroom-Based Mixed Methods Approach, Tae-Young Kim

Dr. Tae-Young Kim (김태영, 金兌英)

This paper focuses on the effect of languaging activity on students' L2 learning motivation. Swain (2006, p. 98) defines languaging as "the process of making meaning and shaping knowledge and experience through language." To date, most of languaging research investigated its impact on L2 learners' cognition. I endeavor to extend its original notion to the domain of motivation. Based on Dörnyei's (2009) L2 Motivational Self-System, the effect of languaging on students' L2 selves and their teachers' reflection will be investigated in this paper.

In Spring 2012, three English teachers implemented four different languaging conditions for their students: 1) written languaging …

An Activity Theory Analysis Of Second Language Motivational Self-System: Two Korean Immigrants' Esl Learning, Tae-Young Kim

Dr. Tae-Young Kim (김태영, 金兌英)

This paper analyzes two recent Korean immigrants’ ESL learning motivation using Dörnyei’s (2009) Second Language (L2) Motivational Self-System, which is synthesized with Engeström’s (1999) Activity Theory (AT) framework. Over a ten month period, the author conducted semi-structured monthly interviews and stimulated recall tasks. The findings of this case study suggest the following: 1) when sociocultural factors are mediated by L2 learners’ beliefs, these factors may directly influence learners’ ideal L2 self and ought-to L2 self; 2) learners’ sensitivity with inclusive attitudes can transform the L2 learning environment into meaningful affordances; and 3) if there is no tension among elements in …